26-27 Lower School Psychosocial Assistant

The Quad Preparatory School•New York, NY

4d•$34,000 - $48,000•Onsite

About The Position

The Quad Preparatory School Lower School 1:1 Psychosocial Assistant Anticipated Opening for 2026-2027 School Year At Quad Prep, we are on a mission — to transform the lives of neurodiverse, twice-exceptional people by redefining the experience of school. Through the collective, collaborative, and empathic work of our teachers and clinicians, we are empowering our students to engage with the exciting and wonderful diversity of this world. As we enter our 14th year, we are excited to welcome fellow innovators and collaborative colleagues to our team to be a part of this inspiring and impactful mission. At Quad Prep, a New York State Association of Independent Schools (NYSAIS) Accredited School, we are eager to create challenging and engaging learning experiences for our students, to seek diverse perspectives, and to work together to continuously refine and redefine best practices in neurodiverse education. The Quad Preparatory School actively seeks to advance diversity through its programs and hiring. The Quad Preparatory School is looking for 1:1 psychosocial assistants in our Lower School program (Kindergarten-5th grade) for the 2026-2027 school year. As a psychosocial assistant, your main role is to implement psychosocial strategies and interventions with the student that you are paired with. This student will be a student in a Lower School classroom, so you will be working directly as a team with their Head Academic Teachers, their Psychosocial Teacher, and their Associate Teacher. In addition, you will be working collaboratively with your students' clinical team (counselor, occupational therapist, speech-language therapist, and possibly a learning specialist) to ensure that you are meeting your students’ needs and creating a successful learning environment for them. Psychosocial assistants have the opportunity to receive mentorship and support from the Lower School Clinical Director, classroom head and associate teachers, and the clinical staff, including licensed speech and language pathologists, occupational therapists, and psychologists. You will receive significant professional development and experience working with twice-exceptional youth while being mentored by veteran special education teachers and clinicians.

Requirements

Love for working with children
Desire and ability to work with students with special needs
Ability to connect with older elementary school-aged children
Experience in crisis intervention
Providing engaging instruction
Effective oral and written communication
A solid understanding of elementary school-aged children’s academic, social, and emotional development
Attention to detail
Maintaining confidentiality and privacy
Ethical conduct
Time management and the ability to multitask
Teamwork and collaboration
Patience and flexibility
Bachelor's Degree
Crisis management experience

Responsibilities

Work primarily with one assigned student to support all areas of learning, including academic content, psychosocial goals, and implementation of behavioral plans
Track psychosocial and executive functioning goals for assigned student
Engage in data collection to monitor psychosocial progress
Collaboratively write progress reports for assigned student
Ensure safety of student, through use of Crisis Prevention techniques
Support other students as instructed by supervisor; with classroom team, implement general classroom supports and routines
Assist with providing support for students throughout the day (e.g. during outdoor recess, academic work periods, specials, lunch and snack)
Assist assigned student with transitions between classes and activities; includes use of visual timers, reminders prior to transitions, prompts and praise for transitioning
Implement instructional activities (provided by teachers) driven by student learning styles and multiple assessment alternatives, when students may need a break from group learning
Empower student to take charge of their learning by providing all necessary scaffolding and modeling, materials, and consistently maintaining a high level of expectation for student success
Demonstrate and apply working knowledge of executive functioning domains (e.g., planning, organization, task initiation, working memory, cognitive flexibility, self-monitoring, emotional regulation) in daily instruction and intervention.
Apply executive function frameworks consistently in treatment planning, instructional support, and behavioral interventions.
Collaborate with all academic and clinical staff members to support student in daily tasks and enrich learning experiences, and implement classroom-wide supports and routines as directed.
Work cooperatively with school administrators, special support personnel, colleagues, and parents to deliver a fully-integrated, student-centered learning environment for assigned student
Apply evidence-based practices responsive to the intensity, complexity, and asynchronous development of gifted and twice-exceptional (2e) learners.
Demonstrate curiosity and actively learn about the cognitive, social-emotional, and executive functioning profiles of gifted and 2e students.
Participate in all training and staff development modules, including reading required books and articles on cutting-edge 2E and other educational developments
Must be able to use GSuite, specifically Google Drive
Perform other duties as assigned